Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. ...Foregrounding student voice, this research
explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson's (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about
belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students' sense that university, their
discipline, and courses were "right" for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging
merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers
need to monitor and foster academic belonging in first-year students. Author abstract
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed ...to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on junior high school students' English learning effectiveness, motivation and attitude. Six classes of ninth-graders voluntarily participated in the experimental learning sessions using tablets. A factorial design was employed, and the participants' learning performance, motivation and attitude were evaluated. The results indicated that captions did not affect knowledge comprehension, but English proficiency played a significant role in it. The effects of captions and English proficiency on knowledge application indicated that English captions placed high cognitive load and hindered less proficient learners' knowledge application, but proficient learners performed equally under different caption conditions. Generally, students demonstrated positive motivation toward learning from the AR-enhanced contextualized learning. The proficient learners were more motivated in terms of self-efficacy, proactive learning and learning value. All learners expressed positive attitude toward learning, among whom, those who learned without captions showed greater degrees of confidence and preferences, and the proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.
Objective: Examine the sociodemographic and gun possession factors associated with gun policy attitudes among undergraduates. Methods: Undergraduates at a west coast university (N = 1,474) completed ...a questionnaire with measures of country of birth, political ideology, gender identity, gun possession at one's own residence, friends' and family's gun possession, and attitudes about concealed carry, ban on assault weapons, and guns at home. Results: Participants born outside of the United States are likely to oppose all types of gun policies; the effects of gender identity and political ideology are consistent with existing research, with conservatism supporting policies that make more guns available, and female and gender-identity-minority participants opposing them; and the effects of gun possession are not fully consistent with existing research. Conclusion: More research is needed to reconcile the results. University administrators may employ this study's main takeaways to tailor programs for foreign-born students, female students, and politically motivated students.
This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid ...for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural knowledge about interpersonal behavior at the time of admission was valid for both internship performance (7 years later) and job performance (9 years later) and showed incremental validity over cognitive factors. Mediation analyses supported the conceptual link between procedural knowledge about interpersonal behavior, translating that knowledge into actual interpersonal behavior in internships, and showing that behavior on the job. Implications for theory and practice are discussed.
Convict, citizen, race, or sex were of no consequence; they just offered perspectives. At the risk of sounding redundant, once upon a time on a Wednesday, two women I had only known for six weeks ...shared their emotional testimony with the class. Let us move towards a future where the Department of Corrections can begin coaching inmates to play this game of life, not to lose but to win!
This paper reports the study of evidence of the validity of concurrent criterion to the Causal Attributions Assessment Scale for Basic Education (EAVAT-EF). The factors Causes for Success and Causes ...for Failure constitute the scale. Participated in this study 927 students (3rd to 9th grades, Mage = 11.59, SD = 1.98), mostly girls (53.9%), being 147 retained students. The results indicated the predisposition of Elementary School students to indicate the factor Causes for Success. The girls and non-repeating students scored higher on both EAVAT-EF factors. The Middle School students and the retained students by the criterion of school grade had a higher average in the factor Causes for Failure. As a discussion, we point to teaching-learning particularities between education levels, the possible impacts on causal attributions due to the interaction between the variables gender and repetition, as well as the interference of the disapproved criteria in students’ attributions.
From the CEO McCall, Ed
The Tracker,
01/2019, Letnik:
63, Številka:
1
Journal Article
Membership has its rewards, at least according to the famous slogan of an iconic financial services company. Or does the list of "member benefits" matter a little less than the sense of doing ...something for the betterment of society? I think the answers to all these questions can be found in our desire to belong to a community of like-minded people. Students and professors who already share a love for the pipe organ will gain a stronger affiliation, with direct access to our library for research as well as an incentive to promote their on-campus activities through OHS media. 2. The workshop is centered around the Aeolian-Skinner instrument at Stoneleigh, as well as the botanical gardens on the same property curated by Natural Lands. 3.
En este trabajo se analiza la incidencia de ciertos factores individuales, académicos y socio-económicos sobre el tiempo de permanencia y deserción de los estudiantes en el Programa Especial de ...Admisión y Movilidad Académica PEAMA de la Universidad Nacional de Colombia - Sede Amazonia. Se aplicó la metodología de modelos de duración, con técnicas paramétricas y no-paramétricas. Para el análisis estadístico se consideran datos de estudiantes que hicieron parte de este programa entre los años 2008 y 2014, de todas las carreras de pregrado del programa y las diferentes sedes a las que se movilizaron los estudiantes. Entre los factores que más inciden en la deserción de esta población están: carrera y número de periodos académicos cursados, sede de movilidad y variables socio-económicas como género e ingreso familiar. La condición étnica no tendría ninguna incidencia sobre la tasa de deserción. In this paper, we investigate individual, academic and socio-economic factors of retention and dropout, in students who were part of the program of special admission and academic mobility of the National University of Colombia, campus Amazonia. For the analysis, we applied the methods of duration models, using both parametric and non-parametric techniques. For the statistical analysis, we consider data from students who were part of this program between 2008 and 2014, from all the undergraduate careers that the program involved; the set of campuses where these students moved to is also considered. Among drivers to explain dropout in this program are the career, number of semesters taken, and socio-economic variables such as gender and household income. The ethnic condition does not affect the dropout rate. Neste artigo, investigamos a incidência de certos fatores individuais, acadêmicos e socioeconômicos no tempo de permanência e deserção dos alunos no programa especial de admissão e mobilidade acadêmica da Universidade Nacional de Côlombia, da Sede Amazônia. A metodologia de modelos de duração é aplicada, com técnicas paramétricas e não paramétricas. Para a análise estatística, consideramos os dados dos alunos que fizeram parte deste programa entre os anos de 2008 e 2014, de todos os carreiras do programa e dos diferentes sedes para os quais os estudantes foram movilizados. Entre os fatores que mais inciden na deserção estão: carreira e número de períodos académicos cursados, sede de movilidade e variáveis socio-económicas como género e ingreso familiar. A condição étnica não tem nenhuma incidencia sobre a taxa de deserção.
Este artigo reporta o estudo de evidências de validade de critério concorrente da Escala de Avaliação de Atribuições de Causalidade para Alunos do Ensino Fundamental (EAVAT-EF), constituída pelos ...fatores Causas para o Sucesso e Causas para o Fracasso. Responderam à escala 927 alunos (do terceiro ao nono ano; Midade = 11,59; DP = 1,98), em maioria meninas (53,9%), sendo 147 repetentes. Os resultados indicaram a predisposição dos alunos do ensino fundamental I a indicar o fator Causas para o Sucesso. As médias das meninas e dos alunos não repetentes sobressaíram nos dois fatores da EAVAT-EF. Examinou-se que os alunos do ensino fundamental II e reprovados por ano escolar obtiveram pontuações mais elevadas no fator Causas para o Fracasso. São discutidas particularidades do ensino-aprendizagem entre os níveis de ensino, os possíveis impactos nas atribuições causais devido à interação entre as variáveis sexo e repetência, bem como a interferência dos critérios de reprovação nas crenças atribucionais.
El presente trabajo tuvo por objetivo identificar condiciones de la Universidad del Magdalena para la inclusión y la atención a estudiantes con limitación visual de Santa Marta – Colombia, basado en ...los postulados del MEN (2006), Instituto Nacional Para Ciegos. (2011), Peña, N. (2014), Devia, V. (2015). En relación a la metodología, la investigación se encuentra enfocada bajo el modelo cualitativo utilizando el diseño de la investigación acción. La población estuvo conformada por docentes adscritos a los diferentes programas académicos de la Universidad del Magdalena que poseen contrato de tiempo completo, catedráticos y modo ocasional que han tenido contacto con los estudiantes que poseen limitaciones visuales, con el fin de poder recolectar la información pertinente para el diagnóstico correspondiente a la investigación.
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